Unit 1 – Introduction to Theories of Learning

Vocabulary flashcards summarizing foundational terms and concepts from Unit 1: Introduction to Theories of Learning. These cards cover definitions, research types, philosophical roots, major psychological approaches, and conditions influencing learning.

Learning

An experiential process resulting in a relatively permanent change in mental representations or behavior due to experience, not maturation or temporary states.

Experiential Process

Learning that arises from direct experience rather than instruction alone.

Relatively Permanent Change

A lasting (though not necessarily lifelong) alteration in knowledge or behavior produced by learning.

Temporary States

Short-lived conditions such as fatigue, drugs, or mood that can alter behavior but do not constitute learning.

Innate Response Tendencies

Inborn, automatic behaviors—instincts—that are not learned.

Instinct

A fixed, inherited pattern of behavior present without prior learning.

Mental Representations

Internal cognitive structures or associations formed in the brain through learning.

Maturation

Biological growth processes that produce natural behavior change independent of experience.

Unlearning

The reduction or elimination of previously acquired behaviors or associations; usually harder than initial learning.

Process of Learning

The active sequence involving senses, brain, body, and often social interaction that leads to knowledge acquisition.

Product of Learning

The observable outcomes—skills, knowledge, attitudes—resulting from the learning process.

Cognitive Domain

Learning outcomes related to knowledge and understanding (knowing, reasoning, remembering).

Psychomotor Domain

Learning outcomes related to physical skills and motor processes (doing).

Affective Domain

Learning outcomes involving interests, attitudes, values, and emotions (feeling/believing).

Basic Research

Curiosity-driven, theoretical investigation aimed at expanding fundamental knowledge under controlled conditions.

Applied Research

Practical investigation designed to solve real-world problems in natural settings.

Quantitative Research

Objective study that gathers numerical data and uses statistical analysis to draw conclusions.

Qualitative Research

Subjective study that explores complex verbal or behavioral data to gain in-depth understanding.

Ethics of Learning Research

Guidelines ensuring humane treatment, minimizing pain or harm to human and animal subjects, and weighing benefits against risks.

Behaviorism

Theory focusing on observable stimulus–response relationships to explain learning and behavior.

Social Learning Theory

Perspective emphasizing learning through observing and imitating others’ behavior.

Gestalt Psychology

Approach highlighting whole-pattern perception and problem solving rather than isolated elements.

Cognitive Psychology

Scientific study of mental processes such as memory, reasoning, and knowledge construction.

Social Cognitive Theory

Extension of social learning that incorporates cognitive processes and self-regulation in observational learning.

Sociocultural Theory

View that cognitive development is shaped by social interaction, culture, and use of tools.

Cognitive Neuroscience

Field examining how brain structures and activity influence, and are influenced by, learning and behavior.

Readiness to Learn

Learner’s motivation, psychosocial adaptation, and active participation level for successful learning.

Ability to Learn

Learner’s developmental, physical, and cognitive capabilities that enable learning.

Learning Environment

External factors—privacy, noise, lighting, temperature, furniture—that affect the learning process.

Learning Principle

A consistently observed factor influencing learning and describing its specific effects.

Learning Theory

An organized set of ideas that explains and predicts how learning occurs under certain conditions.

Structuralism

Early psychology school analyzing conscious experience into its basic components via introspection.

Functionalism

Early movement focusing on the purpose of consciousness and behavior in adapting to the environment.

Introspection

Method of self-observation where individuals report their conscious thoughts and feelings.

Stimulus–Response Relationship

Core behaviorist concept linking external events (stimuli) to observable actions (responses).

Rationalism (Plato)

Philosophical view that truth and knowledge are innate and discovered through reason within the mind.

Empiricism (Aristotle)

Philosophical stance that knowledge originates from sensory experience of the external world.

Tabula Rasa

John Locke’s idea that the mind is a ‘blank slate’ at birth, filled through experience.

Constructivism

View that learners actively construct meaning and understanding from experiences.